240 pages | 12 B/W Illus.
Education has an extraordinarily important role to play in efforts to eliminate poverty world-wide. This book reveals the nature and complexity of these relationships and provides indispensible pointers to the kinds and extent of policy changes that are required.
Based on highly innovative research that addressed common research questions across four countries in Africa and South Asia, the book presents new theoretical and empirical knowledge that will help to improve education and poverty reduction strategies in developing countries, through an enhanced recognition of education's actual and potential role. In addition to introducing the reader to a wide range of conceptual and policy-related problems concerning the impact of education on individuals and society, the book:
provides the field of educational research with a contemporary economic and socio-cultural reassessment of educational outcomes in relation to poverty.
discusses the challenges and priorities facing policy makers, practitioners and the international development community in improving the outcomes of education, particularly for the most disadvantaged in Africa, South Asia and other low income countries;
identifies the key theoretical and methodological challenges involved in researching the outcomes of education for the poor.
This book will appeal to undergraduate and postgraduate students and researchers in the fields of international and comparative education, education policy, development studies, African and Asian studies and related disciplines, and to those working on education policy at national or international levels in governments and international institutions.
1. Introduction Christopher Colclough 2. Girls’ schooling and women’s autonomy in South Asia: revisiting old debates with new data from India and Pakistan Roger Jeffery Feyza Bhatti, Claire Noronha and Patricia Jeffery 3. Schooling, Rights and Urban Poverty: young people's narratives of citizenship in two sub-Saharan cities. Madeleine Arnot, Leslie Casely-Hayford and Fatuma Chege 4. Increased expectations, unrealised gains: Education outcomes for young people with disabilities in India and Pakistan Nidhi Singal: Feyza Bhatti and Shehryar Janjua with Neeru Sood 5. Skill acquisition and its impact upon lives and livelihoods in Ghana, India, and Pakistan Robert Palmer, Roland Akabzaa, Shehryar Janjua, Kenneth King and Claire Noronha 6. Economic Returns to Schooling and Cognitive Skills - An analysis of India and Pakistan Monazza Aslam, Anuradha De, Geeta Kingdon and Rajeev Kumar 7. Changing forms of provision and impact on schooling outcomes in Ghana and Pakistan Shailaja Fennell, Gideon Agbley, Rabea Malik and Roland Akabzaa 8. The Practice of Partnership: Aid and Education Policy in India and Kenya Christopher Colclough, Anuradha De, and Andrew Webb 9. Outcomes Reassessed Christopher Colclough Annex 1: Qualitative Methods in the RECOUP Projects Roger Jeffery and the RECOUP team Annex 2: The RECOUP Household Surveys Feyza Bhatti and the RECOUP team
This series of research-based monographs and edited collections provides new analyses of the relationships between education, poverty and international development. The series offers important theoretical and methodological frameworks for the study of developing-country education systems, in the context of national cultures and ambitious global agendas. It aims to identify the key policy challenges associated with addressing social inequalities, uneven social and economic development and the opportunities to promote democratic and effective educational change.
The series brings together researchers from the fields of anthropology, economics, development studies, educational studies, politics international relations and sociology. It represents a unique opportunity to publish work by some of the most distinguished writers in the fields of education and development along with that of new authors working on important empirical projects. The series contributes important insights on the linkages between education and society based on inter-disciplinary, international and national studies.
Sharp, critical and innovative studies are sought that are likely to have a strategic influence upon the thinking of academics and policy-makers. They may include critical syntheses of existing research and policy, innovative research methodologies, and in-depth evaluations of major policy developments. Some studies will address topics relevant to poverty alleviation, national and international policy-making and aid, whilst others may represent anthropological or sociological investigations on how education works or does not work within local communities, for households living in poverty or for particular socially marginalised groups. Preference will be given to studies with a comparative international approach although some single-country studies will be considered, where they raise interesting theoretical and policy issues with clear relevance for international audiences.